Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
1. Where are you teaching?
Middle school x High school
Other (please describe) __
2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
None
3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
The Modern Language Department follows themes so that students in all three languages are learning the same things.
About the subject area/course you are teaching
4. What is the name of the course you are documenting? French 2
5. What is the length of the course? o one year
6. What is the class schedule? 48 minutes everyday
7. Is there any ability grouping or tracking in mathematics? If so, please describe.
None
8. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.
Discovering French (Bleu), Valette Valette, published in 2001
9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.
The SmartBoard is occasionally used to present PowerPoint’s.
About the students in the class featured in this assessment
10. Grade level composition of the class _15 sophomores, 1 junior_
11. Number of:
a. students in the class 16_
b. males _6_ females 10_
c. English language learners 1
d. students identified as gifted and talented 0_
e. students with Individualized Education Plans (IEPs) or 504 plans 0_
12. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
Special Education Category
Number of Students
Accommodations/Pertinent IEP Objectives
Example: Learning Disability
Example: 4
Example: Close monitoring, follow up, and Resource Room
Task 1. Context for Learning Information
Provide the requested context information for the class selected for this assessment.
This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
Middle school x High school
Other (please describe) __
- 2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
None- 3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
The Modern Language Department follows themes so that students in all three languages are learning the same things.About the subject area/course you are teaching
- 7. Is there any ability grouping or tracking in mathematics? If so, please describe.
None- 8. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.
Discovering French (Bleu), Valette Valette, published in 2001- 9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.
The SmartBoard is occasionally used to present PowerPoint’s.About the students in the class featured in this assessment
- c. English language learners 1
d. students identified as gifted and talented 0_e. students with Individualized Education Plans (IEPs) or 504 plans 0_
Learning Disability
4
Close monitoring, follow up, and Resource Room